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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Peluang Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal of Aceh Physics Society Jurnal Elemen Jurnal Ilmiah Mahasiswa Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Visipena Beta: Jurnal Tadris Matematika Indonesian Journal of Mathematics Education Jurnal Infinity
Mailizar Mailizar
Universitas Syiah Kuala
Education Mathematics Physics Social Sciences Other

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Kemampuan Pemecahan Masalah Matematis Siswa SMP Berdasarkan Adversity Quotient (AQ) Sari Masyithah; R. M. Bambang S; Mailizar Mailizar
Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 2 (2022): November 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Keberhasilan saat belajar bergantung dengan siasat seseorang dalam menangani kesulitan, adversity quotient (AQ) serupa dengan daya juang untuk menghadapi kesulitan. Seseorang yang memiliki AQ tinggi ditaksir bisa menghadai permasalahan yang ada begitupun sebaliknya. Memecahkan soal matematika membutuhkan produktivas, nalar, dan latihan untuk mengasah kemampuan. Siswa yang mempunyai AQ tinggi ditaksir bisa menghadapi permasalahan yang ada begitupun sebaliknya. Penelitian ini bertujuan untuk menjelaskan kemampuan pemecahan masalah siswa berdasarkan klasifikasi AQ. Jenis penelitian adalah deskriptif kualitatif. Subjek dipilih dari kelas 8.7 dan kelas 8.8 SMP Negeri 6 Banda Aceh sebanyak 4 orang. Teknik pengumpulan data menggunakan kuesioner ARP (adversity response profile), soal tes materi bilangan bulat, dan wawancara. Triangulasi menggunakan triangulasi teknik. Teknik analisis data adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa siswa yang memiliki AQ camper belum berhasil dalam langkah pemecahan masalah menurut indeks Polya dengan baik, indikator yang tidak dapat dikerjakan dengan baik adalah memeriksa kembali. Kemudian, siswa dengan AQ climber mampu memenuhi indeks Polya yaitu memahami masalah, merencanakan penyelesaian, menyelesaikan masalah, dan memeriksa kembali.Kata Kunci: Adversity Quotient, pemecahan masalah, indikator Polya
VALIDITY OF GUIDED INQUIRY-BASED LEARNING INSTRUMENT WITH GEOGEBRA APPLETS FOR TEACHING CIRCLES Stri Pertiwi; Mailizar Mailizar; Elizar Elizar
KALAMATIKA Jurnal Pendidikan Matematika Vol 8 No 1 (2023): KALAMATIKA April 2023
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol8no1.2023pp63-76

Abstract

The guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments.
Exploration of factors affecting changes in student learning behavior: A systematic literature review Mutiawati Mutiawati; Mailizar Mailizar; Rahmah Johar; Marwan Ramli
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.24601

Abstract

The general learning behavior has a major impact on the psychological and mental adjustment of students to learn. Therefore, this study reviews relevant studies on the factors causing changes in student learning behavior. The review used PRISMA, so several stages were carried out to filter and collect relevant information. The results of the synthesis revealed 19 broad factors influencing student learning behavior. Furthermore, these factors can be seen in more detail in four main groupings: i) Student learning behavior in the classroom; ii) Student learning behavior outside the classroom; iii) Student learning motivation; and iv) Student learning behavior results. Student learning behavior in the classroom is influenced by motivation, reflection, learning satisfaction, and learning activities. Meanwhile, student learning behavior outside the classroom is influenced by technology, independent learning abilities, learning resources, learning environment, and students’ internal conditions. The final result showed that students with a positive learning environment consistently acquire good knowledge in achieving learning objectives. There are many challenges in forming good student learning behavior. Therefore, this study benefits the education experts, counselors, teachers, parents, and the learning environment by increasing student motivation and satisfaction in learning to minimize the negative impact of changes in student learning behavior.
STUDENTS' PERCEPTIONS OF USING E-COMICS AS A MEDIA IN MATHEMATICS LEARNING Yulinar Safitri; Mailizar Mailizar; Rahmah Johar
Jurnal Infinity Vol 10 No 2 (2021): VOLUME 10, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i2.p319-330

Abstract

The development of technology in education greatly influences learning strategies. Thus, teachers must adapt and present interesting and technology-based learning, such as e-comics. Therefore, the teacher must see in advance the extent to which students will accept e-comics for use in learning mathematics. This research aimed to determine students' perceptions of the use of e-comics as a media in mathematics learning. This research implemented a quantitative approach with a survey method. The samples were 124 students of Junior High Schools (SMP / MTs) in Aceh. The research data were obtained from questionnaires filled by students which were collected through the TAM (Technology Acceptance Models) framework which was distributed online.  The results showed that students used e-comic as a learning media influenced by their perceived benefits and attitudes towards the use of e-comic. The perceived benefits of students' attitudes have a significant role in their behavioral intention to use e-comic in learning mathematics. This research implies that e-comics has the potential to be used as a media in mathematics learning, especially on material that is considered difficult so that it can attract students' attention.
Systematic literature review on emotion recognition AI feedback in mathematics game online among middle school students Razid Ananda Siregar; Rahmah Johar; Mailizar
Beta: Jurnal Tadris Matematika Vol. 19 No. 1 (2026): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v19i1.742

Abstract

[English]: This study synthesizes, critically analyzes, and maps empirical evidence regarding the effectiveness of artificial intelligence (AI) feedback in emotion recognition within online mathematics games among middle school students. Employing the Systematic Literature Review (SLR) method, this research utilized the PRISMA 2020 guidelines. A rigorous screening process of 495 articles from EBSCO, Springer Nature, and Taylor & Francis databases resulted in 20 final inclusion articles. The synthesis findings reveal a research shift toward feedback designs that deliberately influence the user’s emotional state, dominated by emotion-based feedback and delivery method-based feedback. The impact of this feedback is positive, specifically improving mood and well-being and facilitating direct emotional regulation. The effectiveness is moderated by three main factors: system and technology design, cognitive and behavioral factors, and content and learning situations. These findings imply that online game designers must consider system architectures that actively manage students’ emotional states through social support and adaptive content, beyond just providing performance feedback. Since the reviewed literatures are dominated by quantitative research, this study recommends that future research incorporates qualitative approaches to more deeply explore the nuanced, subjective emotional experiences of students interacting with AI systems. [Bahasa]: Penelitian ini mensintesis, menganalisis secara kritis, dan memetakan bukti empiris mengenai efektivitas umpan balik kecerdasan buatan (AI) dalam pengenalan emosi pada permainan matematika daring di kalangan siswa sekolah menengah. Menggunakan metode Systematic Literature Review (SLR), penelitian ini mengikuti pedoman PRISMA 2020. Proses penyaringan yang ketat terhadap 495 artikel dari basis data EBSCO, Springer Nature, dan Taylor & Francis menghasilkan 20 artikel yang memenuhi kriteria inklusi. Temuan sintesis menunjukkan adanya pergeseran tren penelitian menuju desain umpan balik yang secara sengaja memengaruhi keadaan emosional pengguna, yang didominasi oleh umpan balik berbasis emosi dan umpan balik berbasis metode penyampaian. Dampak dari umpan balik ini bersifat positif, khususnya dalam meningkatkan suasana hati dan kesejahteraan, serta memfasilitasi regulasi emosi secara langsung. Efektivitas tersebut dimoderasi oleh tiga faktor utama: desain sistem dan teknologi, faktor kognitif dan perilaku, serta konten dan situasi pembelajaran. Temuan ini menyiratkan bahwa perancang permainan daring harus mempertimbangkan arsitektur sistem yang secara aktif mengelola keadaan emosional siswa melalui dukungan sosial dan konten adaptif, lebih dari sekadar memberikan umpan balik performa. Karena literatur yang ditinjau didominasi oleh kajian kuantitatif, penelitian ini merekomendasikan agar studi di masa depan menggabungkan pendekatan kualitatif untuk mengeksplorasi pengalaman emosional subjektif siswa yang lebih bernuansa saat berinteraksi dengan AI.
The effectiveness of AI-based emotional feedback in an online mathematics game on fractions for junior high school students Razid Ananda Siregar; Rahmah Johar; Mailizar
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32528

Abstract

Mathematics learning often triggers anxiety and motivation loss when students encounter persistent failure. The present study examines the impact of an online math game featuring AI-based emotional feedback on students’ learning outcomes in fraction topics. Specifically, it analyzes the effectiveness of real-time AI emotional feedback in improving academic performance among junior high school students. A sequential explanatory mixed-methods design was employed. The study involved 119 eighth-grade students aged 13–14 years, with balanced gender representation across two research sites. Participants were assigned to an intervention group (n=61) receiving AI feedback and a control group (n=58). Quantitative analysis using t-tests revealed that the intervention group significantly outperformed the control group in both School X (t = -5.43, p < .001, d = 1.42) and School Y (t = 2.22, p < .033, d = 0.57), indicating medium-to-large effect sizes. System log data showed that “Neutral” was the most frequent emotional state, while “Sadness” emerged as the primary negative emotion during challenging tasks. Qualitative findings further indicated that AI feedback supported cognitive reappraisal and refocusing strategies, enabling students to transform negative emotions into persistence. Overall, AI-based emotional feedback functions as effective affective scaffolding, mitigating the impact of negative emotions on mathematical performance.
Co-Authors Anwar, Nadia Ayu Mastura Bainuddin Yani Bintang Zaura Detiana Amir Dini Yusmika Elin Yusibani Elizar Elizar Erni Maidiyah Harnita, Fahlida Irwandi Irwandi M Ikhsan Marwan Ramli Mursal Mursal Mutiawati Mutiawati R.M. Bambang S Rahmah Johar Razid Ananda Siregar Rezki Ananda Amaliya Sari Masyithah Stri Pertiwi Suryawati Suryawati Syahjuzar Syahjuzar Yuli Andriani Yulinar Safitri Zarina Zarina